Creating a Community-Based Learning Course
There are many right ways to create a community-based learning (CBL) class, but this site outlines a "standard" way to organize the process. We encourage faculty to start integrating course and community by trying one element first, such as inviting a community expert to speak to their class. Often, this leads to relationships between faculty and community members which result in revisions to the course in subsequent semesters as the intersection between community needs and course content becomes more clear. Projects and service growing from authentic relationships tend to be more satisfying and effective. CCE staff are happy to help in any phase of the process.
Integrating Community-Based Learning: A Roadmap
- Reflect on your teaching goals. Try this inventory to get you started.
- Consider what kinds of experiences and local connections might augment your teaching goals and student learning goals. Consider the modes of CBL. Brainstorm with the CCE's Faculty Engagement Team.
- Consider learning about Richmond by volunteering!
- Establish community relationships. Start by asking yourself some questions to form your plans. This worksheet can help you form a questionnaire to share with a potential partner. Be sure to also take written information about your class to share with your potential partner.
- Build a syllabus that synthesizes your teaching and learning goals and community partner goals. You might choose from the Civic Learning and Action Goals. Consider these principles and tips when developing your CBL syllabus.
- To get support from CCE for all aspects of your class, including transportation supplies and event tickets, start by filling out an application for a course support grant.
- Orient the students during the first week of classes to set expectations related to the community component. It helps to explain to them that experiential learning, including community-based learning, is complex and somewhat unpredictable, but that makes the learning deeper. Share this page with students and consider inviting someone from the CCE to visit the class to answer any questions.
- One hallmark of an effective CBL course is high quality reflection. This booklet is a helpful beginning guide.
- Provide guidance, monitoring, and reflection support for students during the semester. Maintain good communication with your community partners.
- Assess and evaluate the course. The CCE has a student evaluation form, designed by CBL faculty, which you can use to help you assess the community-engaged course. Reach out to CCE’s Faculty Engagement Team for more information. CCE staff can also help with a midterm evaluation.
Things to Ask Yourself: Framing the Community Component
- What would you like for students to get out of the experience that would help them learn the course content better?
- What assumptions do students bring to the course that you would like to see them confront to that they can engage more deeply?
- What community members can you imagine partnerning with to meet the learning objective?
- What kinds of skills do the students need to in order to perform the activity you are proposing?
- How many hours of service are appropriate for the service-learning model of CBL? Typically, it is recommended that students contribute between 10-20 hours of service during a semester, approximately one-two hours a week for a maximum of ten weeks. However, the amount of service depends on community needs and the learning objectives of the course.
- What role will the community partner take in providing orientation, supervision, and monitoring of the service experience?
- How will students document their learning from the experience? What reflection activities will be structured and integrated into the course?
- How will you evaluate outcomes for students and the community?